The University of Oklahoma
College of Continuing Education
Advanced Programs – Course Syllabus
Women in Organizational Leadership
This course is designed to provide students who have a general interest in leadership with ideas,
information, and insights that pertain to women and leadership in particular. It does not intend, directly, to
train women to become leaders, or even to become better leaders than they already are. Rather it is based
on the assumption that knowing about women and leadership, that understanding the dynamics of power,
authority, and influence as they apply to women especially, will impact at some point in some way on
how leadership is exercised.
The assumptions of this course follow: 1) women have historically had less access to leadership roles than
have men; 2) the reasons for this diminished access are as varied as they are complex; 3) as a simple
matter of equity women should have greater access to leadership roles in the future than they have had in
the past; and 4) to the extent that leadership is concerned, women have at least some challenges that are
March 1 – April 30, 2013
Last day to enroll or drop without penalty: March 1, 2013
Please see your local Site Director or e-mail Carolyn Taylor at firstname.lastname@example.org
Professor Contact Information:
Course Professor: Brenda Lloyd-Jones, Ph.D.
Mailing Address: University of Oklahoma
4205 E. 41 st Street 1J29
Tulsa, OK 74135
Telephone Number: 918-660-3483
FAX Number: 918-660-3361
E-mail Address: email@example.com
Virtual Office Hours: Tuesdays & Wednesdays 2 p.m. – 5 p.m. or by appointment
Professor availability: The professor will be available via e-mail to students during the above
listed Virtual Office Hours and other methods by arrangement.
Course materials are posted on the OU Desire to Learn (D2L) system. Access D2L at http://learn.ou.edu;
enter your OU NetID (4+4) and password, and select course to access material. Please contact your local
Site Director if you require assistance.
These are required readings and are included in the course reading and writing assignments.
1. Eagly, A. H. and Carli L. (2007). Women and the labyrinth of leadership. Harvard Business
Review (USA), 1, 1-12.http://www.getinsidehealth.com/PageFiles/1086/R0709Cf2.pdf
2. Gregory, H. (2012). Gender barriers of women striving for a corporate office position: A
literature review. Advancing Women in Leadership Journal, 32, 1-44.
3. Moran, B. (1992). Gender differences in leadership. In Library Trends, Libraries and Librarians:
Meeting the Leadership Challenges of the 21st Century, 40, 475-49.
4. Sharma, R., & Givens-Skeaton S. (2009). Ranking the top 100 firms according to gender
diversity,Advancing Women in Leadership Journal, 30, 1-14.
The two videos that follow are required viewing:
1. Video: Why we have too few women leaders by Sheryl Sandberg
2. Video: Media’s Messages about Females by Jennifer Siebel Newson
All official correspondence from distance learning instructors will be sent only to students’ ou.edu
Online Learning Resource Center:
The Online Learning Resource Center of the University of Oklahoma’s College of Arts and Sciences
Online Program is here to serve you and assist you with any questions, problems, or concerns you may
have. For assistance go to http://casweb.ou.edu/olr/ or contact us by telephone at: (405) 325-5854 or
We have a limited amount of time to cover the material essential to develop a theoretical understanding of
process and practice of leadership and a working knowledge of common themes relevant to women in
organizations. Given the time limitation, we will focus on becoming knowledgeable consumer of the
current research on leadership theories, practices, and issues in the context of women leaders in
organizations. To this end, we will aim to achieve the following objectives:
1. To review critically the literature concerning women and leadership
2. Go explore issues related to women’s ascension to leadership position in organization including
the dynamics of power, authority, and influence, being different, and social expectations;
3. To discuss issues related to women in leadership by drawing on the experiences of women
leaders in varied sectors and by focusing on critical concepts and research insights from
psychology, sociology, and business;
4. To examine the unique challenges, constraints, and opportunities that face women today;
5. To develop a deeper understanding of the experiences of women leaders in organizations; and
6. To identify and analyze commonalities and differences among women leaders examined in this
Unit 1 Evidence of Gendered Leadership
• Lesson 1 What are the findings of leadership in the context of gender?
o Reading: Gender Differences in Leadership (Moran,1992)
• Lesson 2 What obstacles face women in leadership?
o Reading: Women and the Labyrinth of Leadership (Eagly & Carli, 2007)
• Lesson 3 What messages are provided for women who want to remain in the
o Video: Why we have too few women leaders by Sheryl Sandberg
• Reflection Paper: Guidelines are provided in the “Assignment, Grading, and Due Dates”
section below. Assignment Due March 30, 2013
Unit 2 Critical Themes in Research on Women and Leadership
• Lesson 4 In what ways is disclosure part of the solution to gender inequity?
o Reading: Ranking the Top 100 Firms According to Gender Diversity (Sharma &
• Lesson 5 How is structural discrimination evidenced in organizations?
o Reading: Gender barriers of women striving for a corporate office position: A
literature (Gregory, 2012).
• Lesson 6 How does media harm girls and boys and influence society’s perceptions of
females? What messages dominate?
o Video: Media’s Messages about Females by Jennifer Siebel Newson
• Reflection Paper: Guidelines are provided in the “Assignment, Grading, and Due Dates”
section below. Assignment Due April 30, 2013
Assignments, Grading, and Due Dates:
The primary goal of this course is learning. Students are expected to read assigned readings and be
familiar with its content.
1. Reading and writing assignments: As with courses taught in the traditional classroom format,
there will be required reading and writing assignments. Students are required to write and submit
two, 2-3 page reflection papers. 40%:
At the end of each month in the course, you will submit all of your work from each of the lessons
that comprise the unit work for that month. There are two unit project assignment due dates, one
for each of the units. Each unit includes four assignments. There are a total of two units (see the
course outline above). The lesson assignments are not necessarily cumulative but what you learn
in earlier units/lesson will need to be understood for later units/lessons
These project assignments are “open book” and “open notes.” They constitute 40% of your final
grade. Your completed work for each lesson must be uploaded to the D2L, webpage before
midnight on the due date. Any late papers will have one letter grade deducted from the score, so
you will want to plan ahead. You will not want to wait until 11:59 pm on the due date and then
discover your “computer crashed” or that you “have a stomach virus.” I strongly encourage you
to complete each lesson assignment before moving on to the next lesson, and turn your work in
early if at all possible.
2. Videos: After viewing videos, you will post responses (at least 10-12 sentences) to question(s) for
each video on D2L discussion board and respond to two other students. 20%
3. Reflection Papers: Weave together the above assigned readings and video presentation to identify
and discuss an issue specific to women leaders in organizations with which you connected. In this
2-3-paper, consider incorporating similar themes that were shared among the reading
assignments, in addition to diverse solutions they offered. The paper should follow the
conventions of APA style. 40%
In general, you should complete one lesson each week to stay on track for the course.
This course is graded Satisfactory or Unsatisfactory (S/U). A grade of S is equivalent to B or better.
Assignment Due Date Percent of Grade
Unit 1Readings March 30, 2013 20%
Unit 1Video March 30, 2013 10%
Unit 1 Reflection Paper March 30, 2013 20%
Unit 2 Readings April 30, 2013 20%
Unit 2 Video April 30, 2013 10%
Unit 2 Reflection Paper April 30, 2013 20%
NOTICE: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may
adversely impact Tuition Assistance and/or Financial Aid.
Incomplete Grade Policy:
A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to
the instructor a “Petition for and Work to Remove an Incompleted Grade” form. An “I” can never be used
in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.
Technical Support Information:
If you experience technical problems, contact Information Technology by visiting their website at:
http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).
Important information you should know about online courses:
• To sign on to Desire2Learn (D2L), go to www.learn.ou.edu and log in using your 4+4 and your
OU network password (note that this is the same 4+4 and password that you use to access your
OU email). Once you are logged in, please look on the right-hand side for “My Courses,” locate
your course and click on it. Remember to check your course site on D2L every day.
• Students enrolled in online courses may be required to take the CAS student orientation in Desire
2 Learn. To take the orientation, sign-on to D2L and then click on “Self Registration” at the top
left corner of the page. Information about and instructions for the orientation can be found at
• Course Materials are available at Follett/AP Bookstore. On this syllabus you will find a link to
the Follett Bookstore.
• If you need to drop or withdraw from a course, please contact your Site Director. You can drop a
course without a penalty up to the add/drop date. Courses dropped after the add/drop date may
result in a penalty.
• After the class has started, you can only withdraw from the course with the professor’s
permission; you will not receive a refund for your tuition. You can only drop without a penalty
after the add/drop date by providing proper documentation and receiving approval from the
Advanced Programs Theater Director. Provide this documentation to your Site Director.
POLICIES AND NOTICES
Note: Attendance/absences do not apply to online courses. However, participation in all course activities is
extremely important to student success in online courses.
Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc.
are valuable aspects of any course because much of the learning comes from discussions in class with other
students. It is expected that you attend all classes and be on time except for excused emergencies.
Excused absences are given for professor mandated activities or legally required activities such as emergencies or
military assignments. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in
getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.
If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition
cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline
is longer than what the University policy allows then you must adhere to the University policy.
Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or
he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the
following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.
Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the
education counselor at your local education center for a complete description of your TA or VA requirements.
Honesty is a fundamental precept in all academic activities and … [you] have a special obligation to observe the
highest standards of honesty. Academic misconduct in any form is inimical to the purposes and functions of the
University and is therefore unacceptable and is rigorously proscribed. Academic misconduct includes:
cheating (using unauthorized materials, information, or study aids in any academic exercise), plagiarism,
falsification of records, unauthorized possession of examinations, intimidation, and any and all other actions that
may improperly affect the evaluation of a student’s academic performance or achievement; assisting others in any
such act; or attempting to engage in such acts.
All acts of academic misconduct will be reported and adjudicated as prescribed by the student code of the University
of Oklahoma. All students should review the “Student’s Guide to Academic Integrity” found at
The College of Continuing Education [Advanced Programs] is committed to making its activities as accessible as
possible. For accommodations on the basis of disability, please contact your OU Site Director.
Advanced Programs policy is to order books in paperback if available. Courses, dates, and professors are subject to
change. Please check with your OU Site Director. Students should retain a copy of any assignments that are mailed
to the professor for the course.
Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and
the Board of Regents of the University of Oklahoma and are protected under applicable copyright.
For more information about Advanced Programs, visit our website at: http://www.goou.ou.edu/
Brenda Lloyd-Jones, Ph.D.
Ph.D., Educational Administration and Research with an emphasis on Leadership University of
Tulsa, Tulsa, OK
• Associate Professor, University of Oklahoma
• Associate Chair, Department of Human Relations
• Advanced Programs Professor
Frequently Taught Advanced Programs Courses
• Introduction to Graduate Study in Human Relations
• Leadership in Organizations
• Group Dynamics and Interpersonal Skills
• Diversity and Justice in Organizations
Major Areas of Teaching and Research Interest
My main research interest is in the field of leadership within the contexts of diversity, focusing on
race/ethnicity, gender, ability, and age/generation. My research interests also include the area of
community volunteerism and philanthropy. Finally, my current research interest centers on
women in higher-education administration and examines leadership paradigms and ways in which
leadership theories serve as guiding frameworks for identifying and selecting individuals to
occupy leadership positions.
• Lloyd-Jones, B. (2012). Department Chair Leadership Skills, Journal of Educational
Administration, 50, 2, pp.245 – 248.
• Lloyd-Jones, B. (2011). Diversity in higher education administration: Leadership paradigms
reconsidered. In G. Jean-Marie & B. Lloyd-Jones (Eds.), Women of Color in Higher Education:
Changing directions and new perspectives, Volume 9, pp. 3-18. Diversity in Higher Education
Series. Emerald Groups Publishing.
• Lloyd-Jones, B. (2011). Examining the present status of women of color. In G. Jean-Marie & B.
Lloyd-Jones (Eds.), Women of Color in Higher Education: Changing directions and new
perspectives, Volume 9, pp. xxi-xxvii, Diversity in Higher Education Series. Emerald Groups
• Lloyd-Jones, B. & Jean-Marie, G. (2011) Epilogue. In G. Jean-Marie & B. Lloyd-Jones (Eds.),
Women of Color in Higher Education: Changing directions and new perspectives, Volume 9,
Diversity in Higher Education Series. Emerald Groups Publishing.
• Jean-Marie, G., Lloyd-Jones, B. (Eds.) (2011). Women of color in higher education: Turbulent
past, promising future, Volume 8, Diversity in Higher Education Series. Emerald Groups
• Jean-Marie, G., Lloyd-Jones, B. (Eds.) (2011). Women of color in higher education:
Contemporary perspectives and new directions, Volume 9, Diversity in Higher Education Series.
Emerald Groups Publishing.
• Lloyd-Jones, B., Bass, L. & Jean-Marie, G. (In press). Gender and workforce diversity. In M.
Byrd & C. Scott (Eds.), Workforce diversity: Current and emerging issues and case studies, Los
Angeles, CA: SAGE publishers.
• Lloyd-Jones, B. & Worley, J. (Accepted for publication). Intergenerational Tension in the
Workforce. In M. Byrd & C. Scott (Eds.), Workforce diversity: Current and emerging issues and
case studies, Los Angeles, CA: SAGE publishers.
• Lloyd-Jones, B. (2009). Implications of race and gender in higher education administration: an
African American woman’s perspective. Advances in Developing Human Resources. CA: Sage.
• Lloyd-Jones, B., Worley, J., & C. Hellman, C. “Work-family conflict and volunteer turnover” (In
Representative Honors and Awards Received
• 2011 President Leadership Award for Community Engagement – University of Oklahoma, Tulsa
• 2011 Social Justice Honorable Mention Award – University of Oklahoma
Major Professional Affiliations
• American Education Research Association (AERA)
• Association for the Study of Higher Education (ASHE)
• Association for Women in Communication (AWC)
• Women in Educational Leadership (WEL)